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首页> 外文期刊>Proceedings of the IEEE >How shall we satisfy the long-term educational needs of engineers?
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How shall we satisfy the long-term educational needs of engineers?

机译：我们如何满足工程师的长期教育需求？

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After 50 years, it is time to seriously reassess some of the basic premises of engineering education. The long-term needs of engineers and society demand it. To keep up with the changes in both technology and engineering practice we have tried to add content to a more or less fixed-size program. There are three possibilities for a resolution: to lengthen the program, to do more in the same time, or to make it continuous. In fact, we must do all three, and those are the first three challenges. The issues are not all just quantitative, however. The qualitative, practical experience of "design under constraint" needs to become an integral part of engineering education, and we need to find a way to engage more faculty with personal experience in the practice of engineering. Likewise, we need to bring more diverse backgrounds to bear on engineering problems, to increase the creativity, and hence to engineer better. Hence the fourth and fifth challenges. Last, we engineering educators must accept the responsibility for ensuring a technologically literate citizenry.
机译：50年后，是时候认真重新评估一些工程教育的基本前提了。工程师和社会的长期需求都需要它。为了跟上技术和工程实践的变化，我们尝试将内容添加到或多或少固定大小的程序中。解决方法有三种可能性：延长程序长度，同时执行更多操作或使其连续。实际上，我们必须同时完成这三个任务，而这是前三个挑战。但是，这些问题不仅是定量的。 “在约束条件下进行设计”的定性，实践经验需要成为工程学教育不可或缺的一部分，我们需要找到一种方法，让更多的具有实际经验的教师参与工程实践。同样，我们需要带来更多不同的背景来解决工程问题，增加创造力，从而更好地进行工程设计。因此，第四和第五个挑战。最后，我们的工程教育工作者必须承担确保技术素养公民的责任。

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